The Effects of Smartphones on Multiple Dimensions of Student Learning and Engagement in an Introductory Biology Laboratory

Oct 15, 2026

Uploaded by Mary Man

Faculty across colleges and universities need evidence on whether smartphone use strengthens or weakens teaching, yet data are limited for many classroom types. This study investigated smartphone effects in an introductory biology lab course and assessed learning and engagement outcomes. Exam scores, study time, off-task behavior, and instructor questions showed no significant differences. Engagement and time management differed: smartphone users spent less time in peer interaction, note taking, specimen handling, and lab work. Results indicate minimizing smartphone use in introductory biology laboratories.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

Abstract

Introduction

The Effects of Smartphones on Multiple Dimensions of Student Learning and Engagement in an Introductory Biology Laboratory T. E. Prestholdt*, C. L. Weilhoefer, and L.J. Dizney *Corresponding author Address for all authors: The University of Portland, Department of Biology 5000 N Willamette Blvd Portland, OR 97203 Email addresses: TE Prestholdt, [holdt@up.edu](holdt@up.edu) CL Weilhoefer, [weilhoef@up.edu](weilhoef@up.edu) LJ Dizney, [dizney@up.edu](dizney@up.edu) Abstract Faculty at all types of colleges and universities struggle with how smartphone use may enhance or diminish their pedagogy, in part because evidence-based data is lacking for most types of classrooms. Thus, we conducted a thorough investigation in an introductory biology lab course to determine how smartphones affected myriad aspects of student learning and engagement. There were no significant differences in exam scores, the amount of time spent studying, occasions students were off task, or questions asked to the instructor. There were, however, significant differences in several measures of engagement and time management; students allowed to use their smartphones spent 64% less time in peer-to-peer interactions, 46% less time taking notes, 70% less time handling specimens, and 31% less time in lab compared to students who were not allowed to use smartphones. Because these behaviors, in particular peer engagement and note taking, are fundamental skills best developed early in a successful undergraduate career, our results suggest smartphone use should be minimized in introductory biology laboratories. Introduction The debate regarding if and when to use smartphones in college classrooms is now almost as common as the dissension of ‘breadth vs. depth’. Faculty across all types of colleges and universities struggle with student smartphone use and how it may enhance or diminish their real time or remote pedagogy. Evidence-based data are necessary because the use of smartphones is one of the most unifying and pervasive features of current college students; 96% of US Americans aged 18-29 have not just a cellphone, but a smartphone capable of accessing the internet (Mobile Fact Sheet, 2019) . Ten years ago it was predicted that by 2020 mobile phones would become primary means for the internet access for students (Caverly et al., 2009), and it is doubtful current faculty would disagree that this prediction has materialized. Many studies have demonstrated the benefits of encouraging and integrating smartphone use in large lecture-based classrooms, as their technology has been shown to increase student engagement and participation. Smartphones allow students to access information quickly from a familiar platform, have that information readily available, and can be invaluable to students where English is a second language (Metruk, 2019) . Additionally, student response systems such as polling apps provide copious opportunities for immediate and valuable formative and summative assessment (UCISA, 2014; Kent, 2019) . In small student-centered courses smartphone technology can also augment student learning; apps that measure anything from leaf shapes (Leafsnap) to Earth’s magnetic field (Magnetometer sensor) to QR codes in chemistry labs (Kasperkey’s) have been vetted tools for student learning and engagement (William & Pence, 2011; Arabasi & Al-Taani, 2016) . Apps can also increase student inclusion (Thomas et al., 2013), and in some cases especially for students with disabilities (Boucket al., 2016) . Moreover, students find smartphones tobe convenient, portable, and Earth friendly (Anshari et al., 2017), and many college and university administrators have expanded on these student perceptions and developed their own mobile applications (e.g., MyUT for the University of Texas or UPMobile for the University of Portland) . Indeed, smartphones have the potential to reach a wide variety of learning styles and address issues in equity and divers

FAQs

What outcomes showed no significant differences between smartphone users and non-users?

No significant differences appeared in exam scores, time spent studying, occasions when students were off task, or the number of questions asked to the instructor.

Which engagement and time-management measures were significantly different?

Students allowed to use smartphones spent less time in peer-to-peer interactions, taking notes, handling specimens, and working in the lab compared with students not allowed to use smartphones.

What recommendation do the study results support for introductory biology labs?

Because early-developed peer engagement and note taking are fundamental skills, smartphone use should be minimized in introductory biology laboratories.

Oct 15, 2026

Uploaded by Mary Man